All LIVING THINGS
Explore and compare the differences between things that are living, dead, and things that have never been alive.
All living things have certain characteristics that are essential for keeping them alive and healthy.
They should become familiar with the life processes that are common to all living things.
Sort and classify things according to whether they are living, dead or were never alive, and recording findings using charts.
Describe how you know where to place things, exploring questions such as: ‘Is a flame alive? Is a deciduous tree dead in winter?’ and talk about ways of answering questions.
Observe and describe how seeds and bulbs grow into mature plants
find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
Throughout the year observe how plants grow (including seeds, bulbs, fruit and vegetables, deciduous and evergreen bushes and trees).
The requirements of plants for growth and survival, as well as the process of reproduction and growth in plants.
Note: Seeds and bulbs need water to grow but do not need light; seeds and bulbs have a store of food inside them.
Observe and record, with some accuracy, the growth of a variety of plants as they change over time from a seed or bulb, or observing similar plants at different stages of growth;
Set up a comparative test to show that plants need light and water to stay healthy.
ANIMALS Including humans
Notice that animals, including humans, have offspring which grow into adults
find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
identify and name a variety of plants and animals in their habitats, including micro-habitats
describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food
A ‘Habitat’ is a natural environment or home of a variety of plants and animals and a ‘micro-habitat’ is a very small habitat, for example for woodlice under stones, logs or leaf litter.
Identify and study a variety of plants and animals within their habitat and observe how living things depend on each other, for example plants serving as a source of food and shelter for animals.
Compare animals in familiar habitats with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest.
Construct a simple food chain that includes humans (e.g. grass, cow, human); describe the conditions in different habitats and micro-habitats (under a log, on stony path, under bushes); Find out how the conditions affect the number and type(s) of plants and animals that live there.
Uses of EVERYDAY MATERIALS
Identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick/rock, and paper/cardboard.
Identify and discuss the uses of different everyday materials
What materials are used for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors, and telegraph poles)
Different materials are used for the same thing (spoons can be made from plastic, wood, metal, but not glass; tables can be made from plastic, wood, metal, but not paper).
Compare the uses of everyday materials in and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs);
Observe, identify and classify the uses of different materials, and record observations.
Think about unusual and creative uses for everyday materials.
notice and describe how things are moving, using simple comparisons such as faster and slower
compare how different things move
Observe closely some things moving.
Discuss, describe and compare the movement of a variety of objects and, where appropriate, themselves, through actions such as sliding, rolling, falling, flying, walking and running.
Explore the movements through games, songs and rhymes, including work in physical education.
Ask questions about the movement of objects such as parachutes, toy cars and balloon rockets;
Compare movements of objects by measuring how far they go; order and record observations and measurements, for example by constructing tables and charts, and drawing on results to answer questions.